In order to enrich our students beyond the classroom, we offer opportunities for both theoretical extension and real-world experiences.
To date projects we are involved in include:
Project description: Gifted and Scholarship Music Seminar Series
The project was promoted to draw out students with a passion or interest music, performance or the music production industry. We drafted a plan that incorporates three nights of lectures that will enrich and excite students with a passion for music. The real world experience offered by the presenters will afford our students greater insight into the life of professionals in the music industry. The nights focused on composition, performance and the music industry respectively –there were two recognised music specialists speaking each evening with supper provided to offer chances for discussion and reflection.
Objectives:
To provide an opportunity for the gifted and passionate music lovers at Saint Kentigern College to meet and hear music industry professionals.
To enable to Scholarship students to build on their music knowledge and experience.
To expose gifted and passionate students to quality discussion/reflections by music specialists.
Students involved: Students in Year 12 and 13 Music options. Scholarship music students. Gifted music students from Pakuranga College, Baradene College, Kings College.
Duration: Tuesday 10th, 17th and 24th May.
7pm – 9pm
The Project: This term saw the beginning of a new initiative – focusing on the gifted and passionate musicians in the College. Over three consecutive Tuesdays in May starting on May 10th, students listened to and talked with professionals in the New Zealand Music Industry. These seminars provided our students with an insight into the real lives of professionals in the music industry. Head of Music, Ross Gerritsen, invited a group of well-respected and talented presenters to appear – these seminars were both inspiring for our gifted musicians, but also supported the enrichment of senior students looking toward Scholarship Music at the end of this year. The nights focused on composition, performance and the music industry respectively. On the first nightNew Zealand composer Gareth Farr and songwriter, Annah Mac discussed the art of composition. While the following week saw the bassist and guitarist from the successful rock band ‘Motocade’ and Italian Concert Pianist, Matteo Napoli share their thoughts on performing. On the final night, two representatives from MAINZ, the Music and Audio Institute of New Zealand, spoke on the different aspects involved in live music production, recording music and other facets of the music industry.
Review: Following the final night of the Music Seminars on Tuesday 24th May, it is important to reflect on the success of the initiative. Students and staff from visiting schools completed an evaluation of the series prior to departing. In addition to the music students from Saint Kentigern College, three other Colleges accepted our invitation to the three nights of seminars. The presenters were well received and results pertaining to the student’s reflections on each performer correlated closely with their own interests in music. Gareth Farr, the composer, was inspiring and students stayed long after the evening finished to discuss his work with him. The most common descriptor used by students when asked to comment on the seminars overall was “awesome”. In regard to our objectives for this initiative, we have provided an opportunity for the gifted and passionate music lovers at Saint Kentigern College to meet and hear music industry professionals. Thus we have exposed our gifted and passionate students to quality discussion and different perspectives from music specialists. To what degree we were able to aid the scholarship students is difficult to quantify, however, the experience will build on a strong scholarship music programme already in place.
Project description: Liggins LENScience Mentoring Programme. The project was promoted to draw out students with a passion or interest Science and research. This was followed by an application process and interview with Liggins staff. The programme is based on the CREST (Creativity in Science and Technology) programme, administered in New Zealand by the Royal Society. This is an international awards programme that promotes creativity, perseverance and application of knowledge in a non-competitive format. After CREST assessment has been completed, all students will enter their projects in the NIWA Auckland Science and Technology Fair , which is a competitive environment.
Objectives: To encourage students to:
develop the skills and attitudes associated with the process of scientific research, (including questioning, creativity, planning, problem solving, persistence, and communication)
extend their understanding of aspects of scientific knowledge relevant to their project
strive for excellence in all that they undertake
use goals to develop time and project management skills
develop effective relationships with mentors and through this learn about scientific research and its role within society
Students involved: Daniel Hsieh Eden Hawkins Devon McGrath Sarah McQueen
Duration: This is potentially a four year programme if the students remain interested and passionate about Science and research skills. Year One: Silver CREST awards
The Project: A small group of our Middle School students, under the mentorship of the Liggins Institute*, are currently researching the effects of disrupted light patterns – known in the scientific world as circadian rhythm disturbance - through long-term monitoring of a group of mice. Our own research and that of other scientists will be used in studies to investigate the effects that night shifts have on people and the impact of sleep deprivation. Some studies have shown that disrupted night-time sleep patterns result in issues such as weight gain and obesity, as well as changes in metabolic hormones. More commonly, sleep deprivation results in decreased vigilance, general fatigue and decreased mental efficiency – which makes everyday activities such as driving cars or heavy machinery, or cooking and caring for families, difficult and potentially dangerous. The project being undertaken by our students required Animal Ethics approval to ensure the wellbeing of the mice. On a regular basis, the students are measuring ketone and glucose levels and will at a later date be analysing the faeces for fecal corticosterone levels, as well as tracking the activity levels of the mice on a running wheel and by using a radial arm maze. The monitoring will continue for 50 days and generate data for the Liggins’ Institute that the students will analyse and report back on later in Semester Two. *The Liggins Institute is a Large Scale Research Institute at the University of Auckland. It is a world leading centre for translational research on fetal and child health; the impact of nutrition on health throughout life; epigenetic regulation of growth and development; breast cancer; and evolutionary medicine. Their aimis to rapidly translate discoveries in basic science into therapies and strategies that will prevent or help people manage major health problems of the 21st century. They are committed topromoting awareness and understanding of science and provide wide-ranging opportunities for school students and teachers to learn about the latest advances in the life sciences within the context of current, applied biomedical research and links directly to the secondary science curriculum.
Review:
All four students completed their reports and interviews which led to their being awarded Silver CREST awards. They also placed Highly Commended at the Manukau Institute Science Fair in August with their projects "A Weighty Problem" - Daniel Hsieh and Devon McGrath and "Just Let Me Sleep" - Eden Hawkins and Sarah McQueen.
Our Liggins teams' project boards.
Following Silver CREST awards at Auckland University - Oct 29th 2011.
YEAR TWO
The Year 2 programme includes 2 key tasks/opportunities.
1. An additional Science Internal Achievement Standard Biology 1.2 called Science and Society, worth 3 credits. The Liggins Institute, has created a unit focusing on Type 2 Diabetes which our Science Liaison Teacher (Dr Martin) will help you work through. Helen will visit to offer a big picture of the task, but then we complete it at the College. It leads to a report or presentation on what you discovered. Like last year, it does require you to excel, in this case while the AS expects you to present your report to a group or assembly; the Mentoring Programme expect you to take action this extension task can be brainstormed and be done as a pair or team. Ie Promote a sweet free day at SKC, or something that spreads the message about diabetes in our community.
2. Attend two support days run by the Liggins Institute. These will be one full day in each of the April and July holidays from 10 3pm. On these days you will be challenging your science brain towards achieving Excellence in your NCEA external AS and beginning to meet young scientists from the university. You will also go on a field trip each day to a part of the Liggins or University science or research departments to see what is happening. This will lead you to be prepared for your progression into the Junior Scientist Award which is the two year research task you saw students presenting on last year at the award ceremony. By the end of the year you will hopefully have an early draft of the research question you would like to follow in 2013.
Plan for Term 2: Sugar intake survey of 100 SKC students using the following questions to determine the possible long-term impact of high sugar intake at a young age. Survey for Sugar Drinks Gender: [M] / [F] Age: []
A) Do you drink sports and energy drinks Yes or No
B) Do you drink any soft drinks Yes or No
Which drinks do you drink?
Sports / Energy
Soft Drinks
ðV ðMother ðRed Bull ðPowerade ðMizone ðE2 ðOther
ðCoke ðPepsi ðL&P ð
How often would you drink these drinks? e.g Hourly, Daily, Weekly, Occasionally, seldom or never
For Sports/energy Soft Drinks
How much do you drink when you drink these drinks?
ðA can: 330 ml ðBottle 420 ml ðBottle 600 ml ðBottle 750 ml ðBottle 1 l ðBottle 1 ½ l ðBottle 2 l ðOr a cup 250ml
The final report for this assessment will be complete by the end of Term 2 holidays.
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Project description: Gifted Writers’ Group The project was promoted to draw out students with a passion or interest in writing – both informative and creative. The writing group will have had opportunities to work with poet Apirana Taylor and songwriter Annah Mac before the end of Term Two. This is an ongoing project that will develop with other opportunities for enriching their writing skills throughout the year being offered to the students.
Objectives:
To provide an opportunity for the gifted and passionate writers at Saint Kentigern College to meet and hear professional writers.
To expose gifted and passionate students to quality discussion/reflections by a professional writer.
To enrich their writing experiences at SKC.
Students involved: Adena Emanuel Rhianna Lennox Sophia Noble Rosalie Liu Sally Park Zane Crawford Monica Garrett Anna Powell Sarah Courtney Michelle Thompson Sian Seeley
Duration: Ongoing.
The Project: - AiApirana Taylor workshops (poet)At the end of last term, the College was fortunate to have New Zealand writer Apirana Taylor work with our gifted writers and a selection of top English classes. He is a recognised poet, short story writer and novelist who has been the Writer-in-Residence at Massey and Canterbury University, Rangi Ruru Girls’ School, St Andrews’ College and Hagley High School. He has been invited to India and Europe several times and travels to schools, tertiary institutions and throughout New Zealand to read his poetry, tell his stories, and take creative writing workshops. He is published nationally and internationally. During the workshop Apirana challenged the students to write about things they heard and saw. He made them develop poems from words they created and revisit pieces of writing – like nursery rhymes – in order to use these pieces of writing to begin something of their own. Below is a poem written in the workshop by Adena Emanuel based on the sounds heard in the class room. The beat of the basketball, Beat, beat, beat, Bounding the rhythm of a blessed heart, Beat, beat, beat. The tick and the tock of the clock, Tick, tock, tick, tock, Tracing the shutters of an eyelids fall, Tick, tock, tick, tock. The groan of the young and restless, Mumble, murmur, mutter, Grind the gears of the guts, Mumble, murmur, mutter. Footsteps echo the hall, Foot, steps, foot, steps, Falls like the footing of a faultless pulse, Foot, steps, foot, steps. The heavy breath that laps, Laps, lulls, laps, lulls, Soon the heavy breath will fall. Apirana worked the students hard, ‘squeezing their creative juices’. He showed them how demanding the process of writing can be with its hundreds of decisions about words and images, as well as that first huge decision - when they choose what to write about. As an English teacher, I appreciated the way he reminded them of the importance of only using words that did something – he encouraged them to brutally cut the fluffy, pointless or unwanted words from the page. It was an enlightening experience which we hope to repeat next year. - N NZSA mentoring opportunity- RAuckland Readers/Writers FestivalInspiration One day, In early May, I was lucky enough to be a part of the Readers and Writers Festival, through SKC. We had an extremely literate day ahead of us, at Auckland’s Aotea Centre, where we would take part in two presentations and workshops with some of New Zealand and Australia’s authors. Our first stop, once we were equipped with notebooks and pens, was Sean Williams and Garth Nix. These Aussie authors are just releasing a new book for children, Trouble Twisters, they told us how they started out and how they got to be here. Garth Nix, believe it or not, does not go by a pen name, not that he’d ever need too; Garth Nix is a perfect name for a fantasy author. Both Williams and Nix explained that their launches into literature weren’t easy. I found it comforting to know that these acclaimed authors worked for what they have and that their first novels, (The Rag Witch in Nix’s case) weren’t published right away. There was a good message of perseverance in the talk and I found it inspiring to me and I’m sure many others young writers did too. Review by Sarah Courtney - A Annah Mac workshop (lyricist)=== ===
Kate de Goldi’s visit to the College on May 15th offered our gifted writers a chance to experience the act of starting to write alongside a writer with a clear confident voice. Kate is best known as a short story writer and an author of young adult fiction. She won the American Express and Katherine Mansfield Memorial awards for short stories, as well as the New Zealand Post Book of the Year Award in 2005 and 2009. She was also named an Arts Foundation of New Zealand Laureate for 2001. The 10pm Question (2008) was shortlisted for and won the Young Adult section of the 2009 New Zealand Post Book Awards.The hope is that by exposing them to a range of voices, they will recognise the importance of developing one for themselves. Kate did a wonderful job of promoting the joy of writing through examples of how life has been used to inspire her work and how to appreciate and recognise the small details which sometimes are not seen as being important. She shared poems and ideas for editing poetry with the students which helped them, begin to think like writers. As she reminded them, a "poem is an instrument of discovery" and they all walked away with this wonder re-established in their minds.
She also recommended that they read Shaun Tan's essay on Creativity and Originality which I have posted here.
We are fortunate to have both Melissa Pearl, an emerging local writer visit the College to describe the process of independently writing and publishing a trilogy.
Melissa Pearl at the College signing books and speaking with keen young writers, such as Ada Chan (left of author).
Early this term March 27th, three senior students (Rosalie Liu, Adena Emanuel and Sophia Noble) were offered the opportunity to hear New Zealand author Fleur Beale speak and workshop some elements of her writing. Beale won the 2007 Storylines Gaelyn Gordon Award for her first children’s novel, Slide the Corner. She has been shortlisted several times in the New Zealand Post Children's Book Awards, and her novel Fierce September was the Young Adult Fiction Category Award Winner at the 2011 New Zealand Post Children's Book Awards. Fleur Beale won the 2012 Storylines Margaret Mahy Medal and she participates in the Writers in Schools programme.The purpose of this speaking event is to hear an award winning writer talk about her craft, read from their work and respond to questions from the audience.
Recently, The Michael King's Writing Centre invited secondary schools to nominate their top two or three most talented creative writers from Year 11, 12 or 13, for a day of workshops, in July 2012. Students are usually nominated by their school on the basis of their ability - we nominated Zane Crawford, Rhianna Lennox and Sophia Noble in Year 13. We have been fortunate to have all our three nominations accepted for the day and look forward to hearing their thoughts on the day - as well as reading some of their writing.
The workshops are designed for senior students who show promise in creative writing, and who would enjoy the chance to explore the creative process, experiment with a range of subjects, stimuli and writing styles, and learn more about publishing opportunities.
Experienced teachers Rosalind Ali and Johanna Emeney, a published poet, are the main tutors. They will invite well-known guest writers / publishers to the workshops, to share experiences, insight and advice. Students will be encouraged to collaborate and publish their writing.
Review:
Project description: GLOBE Student Climate Research Campaign The project was promoted to draw out students with a passion or interest in Geography, the climate and its impact on us. This project will see student investigate the impact of our climate on our mood and the growth of crops. The project will draw conclusions which will be reported to the GLOBE community in the future.
Objectives:
To enable students to connect in global programme and do real world research.
To increase student awareness of climate concerns.
To enrich students presentation skills and ability to speak to peers about their research and findings.
To help students self-manage their projects and work on personal areas of interest within the study of climate and impact.
*
Students involved: Alexis Carlier Christopher Farnell Susan Ji Darryn Ooi
Duration: Two year project.
The Project:
Radish Research:
IOP Climate research:
Radishes from our initial trial planting. Sept 2011
Radish research for trial planting. Sept 2011
Review: In Term 2, 2012 due to an increase in workload for Year 12 and difficulties with the weather station on site - the project was unable to continue and the investigation into weather trends postponed.
Project description: National Secondary School Burger Competition The project was promoted to draw out students with a passion or interest in designing, testing and perfecting an original burger recipe. This project will culminate this term in an intra-school competition which will produce one finalist from the Middle School of the College for the Regional finals. This National Secondary School Burger Competition has seen some wonderful displays of culinary skill and originality.
Objectives:
To enable students to understand the concept of how failure can inform future designs.
To enable students to analyse their own and others’ outcomes to inform the development of ideas.
To face a challenge outside their ‘comfort zone’ and complete the task with a positive attitude.
Students involved: Snehal Patel Lauren Smith J’aime Bellingham Debora Cheng Theresa Yeung Devika Dhir
Duration: Term 2 only.
The Project:
Devika's super pattie process revealed.
Lauren keeps the patties cold and safe.
Tired, but happy everyone got something to the table. Now the proof is in the eating.
Review: Next year, this project preparation should begin earlier and involve further group feedback training and design planning to support the students’ growth in confidence and skill.
Project description: Human Sun Dial design The project was promoted to draw out students with a passion or interest Mathematics, design and the environment. This project will culminate in the design and construction of a human sun dial on a headland above Te Puru Park in Maraetai. The project was initiated by a request from the local Rotary group.
Objectives:
To help students self-manage their projects and work on personal areas of interest.
To enable students to work on a real world project with deadlines, expectations and expected outcomes.
To build relationships with a range of people in the local community.
Students involved: Briony Andrews Max Bunting Sarah Chen Anita Lin
Duration: Term 2 and 3 of 2011.
The Project:
The site as we first saw it - the headland above Te Puru Park, Maraetai.
Minor changes are made for visual symmetry and effect, August 2011.
Review:
Project description: Visiting Artists in the Art Department The project was promoted to draw out students with a passion or interest
Objectives:
To enrich students who have chosen art for 2 semesters as option – passion for subject.
Plus, to offer seniors with gift or passion as revealed by IB Art or Y13 History of Art the opportunity to hear a professional artist discuss their work and influences.
Students involved: Edith worked with the Senior photography classes. Graham spoke to Middle School Art classes, and some IB senior classes. Meiling presented to a range of the Middle School Art classes.
Duration: Single days on site – working with a range of students in class.
The Project: Edith Amituanai (photography) Graham Fletcher (painting) Meiling Lee (mosaic)
Review:
Project description:
NAIS Challenge 20/20
The purpose of the project is to build on the students’ natural thinking tools, sharpen their problem solving abilities and broaden their global knowledge and perspective. The project culminates in a report due early May which reflects the collaborative work done by our students alongside our partner schools in the US – Rivermont Collegiate and Joan MacQueen Middle School.
The NAIS Challenge 20/20 is an Internet-based program that pairs classes from schools in the U.S. with their counterpart classes in schools in other countries; together the teams tackle real global problems to find solutions that can be implemented at the local level and in their own communities. More information on this project can be found at www.nais.org/go/challenge2020.
Objectives:
The Challenge 20/20 project will focus on developing the following learning areas: 1. Creative Problem Solving 2. Critical Thinking 3. Team Work and Communication across Borders 4. Use of Technology 5. Innovation
Students involved:
Matthew Connell
Tate McGregor
Laura Wyeth
Jack Dodd
James Gordon
Max Wang
David Thibaud
Alexander MacDonald
Patrick Ye
Brendan Yam
Jessica Hill
Jason Seto
Duration:
Term Four of 2011 and Term One of 2012.
The Project: It will involve students working together with our partner schools in the US and create a creative solution for the global issue of PeaceKeeping, Combating Terrorism and Conflict resolution. The project would end following the hand-in of a group report in May. These students would meet for one period once a week to work on this extension opportunity. This unit will include tasks such as:
Early diagnostic discussion: ‘What does ‘terrorism’ mean to us in NZ? Verbal cooperative learning communication skill.
Making sense of the numbers. Visual learner focused communication skill -Turning statistics into visual understandable representations.
Researching: peacekeeping efforts / conflict prevention our involvement and terrorism – where, when, what, who, how – research skill and organisation of material.
Mapping skills: Colour code globe with degrees of occurrence for conflict/ acts of terrorism – global view of where these aspects are taking place - research skill and organisation of material.
Script, film and produce a television advert that promotes world peace. IT skills, presentation skills and creativity.
Alternative perspectives – looking at terrorism from different views – hot seating – Research and communication skills.
Problem solving: Combating terrorism. What can we do as a global community?
Our team’s global goal is to combat terrorism, with conflict resolution and peacekeeping. While our partner schools in America probably have a far stronger sense of what terrorism is due to their recent history; here in New Zealand terrorism is often something that we feel is far away and even distant from us. It is something that happens in other countries.
In order to find an angle that was appropriate for my New Zealand students we needed to better understand what ‘terrorism’, ‘conflict resolution’ and ‘peacekeepers’ are and how they work. To do this we used Socratic debate to come to a unified definition by which to deal with our global problem. Socratic discussion uses the following elements to help individuals work through a range of perspectives and come to an understanding.
This discussion should:
Be open-minded – share new perspectives.
Be accepting – suspend judgment.
Be curious – seek to understand rather than persuade.
Be about discovery – question assumptions and look for new insight.
Be brief – discuss ideas with honesty and in a concise manner.
For my students, we began by brainstorming our assumptions of what each aspect of our problem was using a questioning technique. The discussion went something like this –
What is terrorism?
What do you mean by terrorism?
How are people being terrorised?
Where are people being terrorised?
Is there terrorism in New Zealand?
Who is being terrorised?
How do you know they are being terrorised?
As you can imagine, we did end up with more questions than answers…but that is some ways was the point. It made the students think of terrorism as something more than what we see in the media and in movies.
From this discussion I asked them to put on paper the common answers to the question below that I hoped would lead to a common understanding from which we would begin our problem solving.
What is terror?
What activities does a terrorist do?
What tools does a terrorist use?
What reaction do terrorist get to their actions?
What do people believe they will get by terrorising others?
Havoc Fear
Media Politics
Weapons – biological/nuclear/
Traditional guns and bombs
Fear leads to change of behaviour – social breakdown - Policy change - Anger / grief / hatred
Publicity
Retribution
Change from current situation
Power
Respect
Peace
Public support
Save others / or themselves
In summary: We defined terrorism as “individuals who use fear and intimidation to gain power, assets or to change the way other people live their lives.”
What is peace?
What activities do peacekeepers do?
What tools do peacekeepers use?
What reaction do peacekeepers get to their actions?
What do people believe they will get by keeping the peace?
Calm
Safe
A state in which we want to live.
Help people
Feed people
Build houses
Protect lives and buildings
Teach
Weapons
Medicine
Media - journalists
Communication with the world
Education
Kindness
Compassion
Democracy
Support from global community.
Respect from individuals they protect.
Aggression from those who want to use terror.
Threats.
Peace
Save lives
Stability in a country
Save others / and themselves
Protect cultures and religions
In summary: We defined peace keepers as “individuals who work to keep the peace or make peace in an unsafe or unstable situation.”
Our team discovered that there are a variety of opinions about the problem of peacekeeping, conflict prevention and combating terrorism. We read about the responses that have been initiated at an international level: the United Nation peacekeeping efforts, the Wars of intervention and the UN conventions where global plans are decided upon. To what degree these opinions on how to support the peacekeeping process are effective and viable was up for debate.
The students came up with a range of possible solutions that they wanted to investigate, these included:
Giving every individual earning middle income or higher, ten people who they are responsible for financially. An extension of the child sponsorship idea we have here organised by World Vision.
Finding a way to get the people in poverty to dig up the water in the Sahara Desert which was recently discovered and sell it to other countries for income.
Increasing the number of countries who are receiving vitamins like zinc, such as Mali – to increase the health of children and adults in these countries.
To fund medical groups who improve the quality of life for those in impoverished countries – providing surgery for simple, but life threatening situations.
Increasing the number of schools (we have discussed the work of Greg Mortenson from “Three cups of tea” ) and believe education might be one of the most successful ways to reduce disaffected individuals and communities where terrorism and conflict may grow.
Increase financial support for groups promoting literacy, such as locally ‘Literacy Aotearoa’ a non-profit group who teach adults to read.
Increase financial and governmental support for the projects run by the Red Cross at local and international level.
Our solution evolved from a global class discussion based on the reading of Rachel Scott’s ‘Code of Ethics’. 2012's Possible solution 1: Greater awareness of the power each individual has to change the world. Thinking ahead to a global classroom discussion, SKC students read Rachel Scott's "My Ethics, My Codes of Life" and began a discussion of what 'ethics' means to them and how they live their 'ethics'. Students took some time to begin writing their own Code of Ethics and some shared them with the rest of the class. I am including a few snippets of students wrote for sharing - the qualities I heard a lot were integrity, honour and honesty.
"I believe that many people have many different ethics, and this is what makes the world so complex and interesting. Above all, I feel that I value honour over any other trait. Honour can be many different things. These things include, politeness and manners as well as upholding the honour of yourself, family and friends. My physical being is driven by the fact that if I fail, it won’t be just myself that I disappoint and/or lose, but all the people I love and care for in this world. At the same time I am fiercely competitive and protective of the people I love. " Alex M
"Ethics are something that underpin every action, thought and comment you make. Or at least, I believe they should be. It is when we react instinctively or emotionally that at times we hurt other people. It is far too easy when we are feeling rushed, tired or crazy busy to brush aside the niceties of life. Compassion and consideration for everyone would make the world a happier and therefore more successful place to live. For this way of life to work, there would need to be trust, honesty and integrity. " Jo W
"Ethics are the morals of life, your personal rules, the way you live your life. Ethics reflect your upbringing and your opinion of the world and how you handle various situations. My ethics are understanding and compassion. I hate seeing people suffer. When I see people who are crying or hurting, I almost feel like reaching out to them, to comfort them, and remove their sorrow. I don’t like when people judge others before they know them, before they understand them. Understanding someone else’s situation is necessary if they are to be helped. Bullies never consider what their victim or opponent is going through, neither to enemies in war – they don’t think about how they would feel if roles were reversed." Tate M Who is Rachel Scott and what impact has she had on the world? In New Zealand, before this, we did not know much about Rachel Scott and her story - but we all read her essay on her 'Code of Ethics'. This inspired us to attempt writing our own and we believe that this may be one way to make a difference in the world. If you would like to remind yourself of Rachel's essay, use the link below to visit her essay and read about Rachel's Challenge. __www.rachelschallenge.org/LearnMore/RachelsEssay.php__
In response to our planning and writing these codes of ethics, we decided to use Wordle (and a few other programmes) to design a tee shirt that promotes the idea of making the world a better, safer place. Our students used their personal Codes of Ethics and ideas brainstormed from this to create an image which we plan to share with our school partners. By designing tee shirts based on a collection of phrases from Codes, or concepts they value – and use wordle to design (colour/font/placement) of an image which could become printed on a T-shirt; we hope to print and sell these tee shirts to raise funds for a charity or peacekeeping group, to be discussed. At our school, SKC, we will show our school at assembly the designs and get students to vote on the favourites and the top three will hopefully be printed and sold.
At the College, our global solution plan would involve us attempting to:
Get every student at our College to write a Code of Ethics and sign it as their personal contract to make a difference.
We have looked at the idea of getting the local Colleges to take up the challenge of doing this too – encouraging an increased awareness of the kindness and integrity in most of us.
We are considering the possibility of having a stall at local markets to promote the sale of our tee shirts.
We have also considered asking local schools if we can come along to their assembly to present some ideas about combating conflict and terrorism at a local level.
By writing a letter to our local paper(s) about the project and its aim, along with our solution – we can draw public attention to the way we can make life better for many.
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Review: We had a successful time planning solutions for combating terrorism and increasing conflict resolution. Our thoughts and ideas were shared on a website created for this project with our partner schools at https://sites.google.com/site/peacekeeping2012/
8. Gifted Study Day - with Academy Conferences (a Year 10 Group)
To date projects we are involved in include:
Gifted and Scholarship Music Seminar Series
The project was promoted to draw out students with a passion or interest music, performance or the music production industry. We drafted a plan that incorporates three nights of lectures that will enrich and excite students with a passion for music. The real world experience offered by the presenters will afford our students greater insight into the life of professionals in the music industry. The nights focused on composition, performance and the music industry respectively –there were two recognised music specialists speaking each evening with supper provided to offer chances for discussion and reflection.
Students in Year 12 and 13 Music options.
Scholarship music students.
Gifted music students from Pakuranga College, Baradene College, Kings College.
Tuesday 10th, 17th and 24th May.
7pm – 9pm
This term saw the beginning of a new initiative – focusing on the gifted and passionate musicians in the College. Over three consecutive Tuesdays in May starting on May 10th, students listened to and talked with professionals in the New Zealand Music Industry. These seminars provided our students with an insight into the real lives of professionals in the music industry. Head of Music, Ross Gerritsen, invited a group of well-respected and talented presenters to appear – these seminars were both inspiring for our gifted musicians, but also supported the enrichment of senior students looking toward Scholarship Music at the end of this year.
The nights focused on composition, performance and the music industry respectively. On the first nightNew Zealand composer Gareth Farr and songwriter, Annah Mac discussed the art of composition. While the following week saw the bassist and guitarist from the successful rock band ‘Motocade’ and Italian Concert Pianist, Matteo Napoli share their thoughts on performing. On the final night, two representatives from MAINZ, the Music and Audio Institute of New Zealand, spoke on the different aspects involved in live music production, recording music and other facets of the music industry.
Following the final night of the Music Seminars on Tuesday 24th May, it is important to reflect on the success of the initiative. Students and staff from visiting schools completed an evaluation of the series prior to departing.
In addition to the music students from Saint Kentigern College, three other Colleges accepted our invitation to the three nights of seminars. The presenters were well received and results pertaining to the student’s reflections on each performer correlated closely with their own interests in music. Gareth Farr, the composer, was inspiring and students stayed long after the evening finished to discuss his work with him. The most common descriptor used by students when asked to comment on the seminars overall was “awesome”.
In regard to our objectives for this initiative, we have provided an opportunity for the gifted and passionate music lovers at Saint Kentigern College to meet and hear music industry professionals. Thus we have exposed our gifted and passionate students to quality discussion and different perspectives from music specialists. To what degree we were able to aid the scholarship students is difficult to quantify, however, the experience will build on a strong scholarship music programme already in place.
Liggins LENScience Mentoring Programme.
The project was promoted to draw out students with a passion or interest Science and research. This was followed by an application process and interview with Liggins staff.
The programme is based on the CREST (Creativity in Science and Technology) programme, administered in New Zealand by the Royal Society. This is an international awards programme that promotes creativity, perseverance and application of knowledge in a non-competitive format. After CREST assessment has been completed, all students will enter their projects in the
NIWA Auckland Science and Technology Fair , which is a competitive environment.
To encourage students to:
Daniel Hsieh
Eden Hawkins
Devon McGrath
Sarah McQueen
This is potentially a four year programme if the students remain interested and passionate about Science and research skills.
Year One: Silver CREST awards
A small group of our Middle School students, under the mentorship of the Liggins Institute*, are currently researching the effects of disrupted light patterns – known in the scientific world as circadian rhythm disturbance - through long-term monitoring of a group of mice.
Our own research and that of other scientists will be used in studies to investigate the effects that night shifts have on people and the impact of sleep deprivation. Some studies have shown that disrupted night-time sleep patterns result in issues such as weight gain and obesity, as well as changes in metabolic hormones. More commonly, sleep deprivation results in decreased vigilance, general fatigue and decreased mental efficiency – which makes everyday activities such as driving cars or heavy machinery, or cooking and caring for families, difficult and potentially dangerous.
The project being undertaken by our students required Animal Ethics approval to ensure the wellbeing of the mice. On a regular basis, the students are measuring ketone and glucose levels and will at a later date be analysing the faeces for fecal corticosterone levels, as well as tracking the activity levels of the mice on a running wheel and by using a radial arm maze. The monitoring will continue for 50 days and generate data for the Liggins’ Institute that the students will analyse and report back on later in Semester Two.
*The Liggins Institute is a Large Scale Research Institute at the University of Auckland. It is a world leading centre for translational research on fetal and child health; the impact of nutrition on health throughout life; epigenetic regulation of growth and development; breast cancer; and evolutionary medicine. Their aim is to rapidly translate discoveries in basic science into therapies and strategies that will prevent or help people manage major health problems of the 21st century. They are committed to promoting awareness and understanding of science and provide wide-ranging opportunities for school students and teachers to learn about the latest advances in the life sciences within the context of current, applied biomedical research and links directly to the secondary science curriculum.
All four students completed their reports and interviews which led to their being awarded Silver CREST awards. They also placed Highly Commended at the Manukau Institute Science Fair in August with their projects "A Weighty Problem" - Daniel Hsieh and Devon McGrath and "Just Let Me Sleep" - Eden Hawkins and Sarah McQueen.
YEAR TWO
The Year 2 programme includes 2 key tasks/opportunities.
1. An additional Science Internal Achievement Standard Biology 1.2 called Science and Society, worth 3 credits. The Liggins Institute, has created a unit focusing on Type 2 Diabetes which our Science Liaison Teacher (Dr Martin) will help you work through. Helen will visit to offer a big picture of the task, but then we complete it at the College. It leads to a report or presentation on what you discovered. Like last year, it does require you to excel, in this case while the AS expects you to present your report to a group or assembly; the Mentoring Programme expect you to take action this extension task can be brainstormed and be done as a pair or team. Ie Promote a sweet free day at SKC, or something that spreads the message about diabetes in our community.
2. Attend two support days run by the Liggins Institute. These will be one full day in each of the April and July holidays from 10 3pm. On these days you will be challenging your science brain towards achieving Excellence in your NCEA external AS and beginning to meet young scientists from the university. You will also go on a field trip each day to a part of the Liggins or University science or research departments to see what is happening. This will lead you to be prepared for your progression into the Junior Scientist Award which is the two year research task you saw students presenting on last year at the award ceremony. By the end of the year you will hopefully have an early draft of the research question you would like to follow in 2013.
Plan for Term 2: Sugar intake survey of 100 SKC students using the following questions to determine the possible long-term impact of high sugar intake at a young age.
Survey for Sugar Drinks
Gender: [M] / [F] Age: []
- A) Do you drink sports and energy drinks Yes or No
B) Do you drink any soft drinks Yes or Noð Mother
ð Red Bull
ð Powerade
ð Mizone
ð E2
ð Other
ð Pepsi
ð L&P
ð
How often would you drink these drinks?
e.g Hourly, Daily, Weekly, Occasionally, seldom or never
For Sports/energy Soft Drinks
ð A can: 330 ml
ð Bottle 420 ml
ð Bottle 600 ml
ð Bottle 750 ml
ð Bottle 1 l
ð Bottle 1 ½ l
ð Bottle 2 l
ð Or a cup 250ml
The final report for this assessment will be complete by the end of Term 2 holidays.
||
Gifted Writers’ Group
The project was promoted to draw out students with a passion or interest in writing – both informative and creative. The writing group will have had opportunities to work with poet Apirana Taylor and songwriter Annah Mac before the end of Term Two. This is an ongoing project that will develop with other opportunities for enriching their writing skills throughout the year being offered to the students.
Adena Emanuel
Rhianna Lennox
Sophia Noble
Rosalie Liu
Sally Park
Zane Crawford
Monica Garrett
Anna Powell
Sarah Courtney
Michelle Thompson
Sian Seeley
Ongoing.
- AiApirana Taylor workshops (poet)At the end of last term, the College was fortunate to have New Zealand writer Apirana Taylor work with our gifted writers and a selection of top English classes. He is a recognised poet, short story writer and novelist who has been the Writer-in-Residence at Massey and Canterbury University, Rangi Ruru Girls’ School, St Andrews’ College and Hagley High School. He has been invited to India and Europe several times and travels to schools, tertiary institutions and throughout New Zealand to read his poetry, tell his stories, and take creative writing workshops. He is published nationally and internationally.
During the workshop Apirana challenged the students to write about things they heard and saw. He made them develop poems from words they created and revisit pieces of writing – like nursery rhymes – in order to use these pieces of writing to begin something of their own. Below is a poem written in the workshop by Adena Emanuel based on the sounds heard in the class room.
The beat of the basketball,
Beat, beat, beat,
Bounding the rhythm of a blessed heart,
Beat, beat, beat.
The tick and the tock of the clock,
Tick, tock, tick, tock,
Tracing the shutters of an eyelids fall,
Tick, tock, tick, tock.
The groan of the young and restless,
Mumble, murmur, mutter,
Grind the gears of the guts,
Mumble, murmur, mutter.
Footsteps echo the hall,
Foot, steps, foot, steps,
Falls like the footing of a faultless pulse,
Foot, steps, foot, steps.
The heavy breath that laps,
Laps, lulls, laps, lulls,
Soon the heavy breath will fall.
Apirana worked the students hard, ‘squeezing their creative juices’. He showed them how demanding the process of writing can be with its hundreds of decisions about words and images, as well as that first huge decision - when they choose what to write about. As an English teacher, I appreciated the way he reminded them of the importance of only using words that did something – he encouraged them to brutally cut the fluffy, pointless or unwanted words from the page. It was an enlightening experience which we hope to repeat next year.
- N NZSA mentoring opportunity- RAuckland Readers/Writers FestivalInspiration
One day, In early May, I was lucky enough to be a part of the Readers and Writers Festival, through SKC. We had an extremely literate day ahead of us, at Auckland’s Aotea Centre, where we would take part in two presentations and workshops with some of New Zealand and Australia’s authors. Our first stop, once we were equipped with notebooks and pens, was Sean Williams and Garth Nix. These Aussie authors are just releasing a new book for children, Trouble Twisters, they told us how they started out and how they got to be here. Garth Nix, believe it or not, does not go by a pen name, not that he’d ever need too; Garth Nix is a perfect name for a fantasy author. Both Williams and Nix explained that their launches into literature weren’t easy. I found it comforting to know that these acclaimed authors worked for what they have and that their first novels, (The Rag Witch in Nix’s case) weren’t published right away. There was a good message of perseverance in the talk and I found it inspiring to me and I’m sure many others young writers did too.
Review by Sarah Courtney
- A Annah Mac workshop (lyricist)=== ===
Kate de Goldi’s visit to the College on May 15th offered our gifted writers a chance to experience the act of starting to write alongside a writer with a clear confident voice. Kate is best known as a short story writer and an author of young adult fiction. She won the American Express and Katherine Mansfield Memorial awards for short stories, as well as the New Zealand Post Book of the Year Award in 2005 and 2009. She was also named an Arts Foundation of New Zealand Laureate for 2001. The 10pm Question (2008) was shortlisted for and won the Young Adult section of the 2009 New Zealand Post Book Awards.The hope is that by exposing them to a range of voices, they will recognise the importance of developing one for themselves. Kate did a wonderful job of promoting the joy of writing through examples of how life has been used to inspire her work and how to appreciate and recognise the small details which sometimes are not seen as being important. She shared poems and ideas for editing poetry with the students which helped them, begin to think like writers. As she reminded them, a "poem is an instrument of discovery" and they all walked away with this wonder re-established in their minds.
She also recommended that they read Shaun Tan's essay on Creativity and Originality which I have posted here.
ORIGINALITY AND CREATIVITY.docx
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We are fortunate to have both Melissa Pearl, an emerging local writer visit the College to describe the process of independently writing and publishing a trilogy.
Early this term March 27th, three senior students (Rosalie Liu, Adena Emanuel and Sophia Noble) were offered the opportunity to hear New Zealand author Fleur Beale speak and workshop some elements of her writing. Beale won the 2007 Storylines Gaelyn Gordon Award for her first children’s novel, Slide the Corner. She has been shortlisted several times in the New Zealand Post Children's Book Awards, and her novel Fierce September was the Young Adult Fiction Category Award Winner at the 2011 New Zealand Post Children's Book Awards. Fleur Beale won the 2012 Storylines Margaret Mahy Medal and she participates in the Writers in Schools programme.The purpose of this speaking event is to hear an award winning writer talk about her craft, read from their work and respond to questions from the audience.
Recently, The Michael King's Writing Centre invited secondary schools to nominate their top two or three most talented creative writers from Year 11, 12 or 13, for a day of workshops, in July 2012. Students are usually nominated by their school on the basis of their ability - we nominated Zane Crawford, Rhianna Lennox and Sophia Noble in Year 13. We have been fortunate to have all our three nominations accepted for the day and look forward to hearing their thoughts on the day - as well as reading some of their writing.
The workshops are designed for senior students who show promise in creative writing, and who would enjoy the chance to explore the creative process, experiment with a range of subjects, stimuli and writing styles, and learn more about publishing opportunities.
Experienced teachers Rosalind Ali and Johanna Emeney, a published poet, are the main tutors. They will invite well-known guest writers / publishers to the workshops, to share experiences, insight and advice. Students will be encouraged to collaborate and publish their writing.
GLOBE Student Climate Research Campaign
The project was promoted to draw out students with a passion or interest in Geography, the climate and its impact on us. This project will see student investigate the impact of our climate on our mood and the growth of crops. The project will draw conclusions which will be reported to the GLOBE community in the future.
- To enable students to connect in global programme and do real world research.
- To increase student awareness of climate concerns.
- To enrich students presentation skills and ability to speak to peers about their research and findings.
- To help students self-manage their projects and work on personal areas of interest within the study of climate and impact.
*Alexis Carlier
Christopher Farnell
Susan Ji
Darryn Ooi
Two year project.
Radish Research:
IOP Climate research:
National Secondary School Burger Competition
The project was promoted to draw out students with a passion or interest in designing, testing and perfecting an original burger recipe. This project will culminate this term in an intra-school competition which will produce one finalist from the Middle School of the College for the Regional finals. This National Secondary School Burger Competition has seen some wonderful displays of culinary skill and originality.
Snehal Patel
Lauren Smith
J’aime Bellingham
Debora Cheng
Theresa Yeung
Devika Dhir
Term 2 only.
Next year, this project preparation should begin earlier and involve further group feedback training and design planning to support the students’ growth in confidence and skill.
Human Sun Dial design
The project was promoted to draw out students with a passion or interest Mathematics, design and the environment. This project will culminate in the design and construction of a human sun dial on a headland above Te Puru Park in Maraetai. The project was initiated by a request from the local Rotary group.
Briony Andrews
Max Bunting
Sarah Chen
Anita Lin
Term 2 and 3 of 2011.
Visiting Artists in the Art Department
The project was promoted to draw out students with a passion or interest
Edith worked with the Senior photography classes.
Graham spoke to Middle School Art classes, and some IB senior classes.
Meiling presented to a range of the Middle School Art classes.
Single days on site – working with a range of students in class.
Edith Amituanai (photography)
Graham Fletcher (painting)
Meiling Lee (mosaic)
Project description:
NAIS Challenge 20/20
The purpose of the project is to build on the students’ natural thinking tools, sharpen their problem solving abilities and broaden their global knowledge and perspective. The project culminates in a report due early May which reflects the collaborative work done by our students alongside our partner schools in the US – Rivermont Collegiate and Joan MacQueen Middle School.
The NAIS Challenge 20/20 is an Internet-based program that pairs classes from schools in the U.S. with their counterpart classes in schools in other countries; together the teams tackle real global problems to find solutions that can be implemented at the local level and in their own communities. More information on this project can be found at www.nais.org/go/challenge2020.
The Challenge 20/20 project will focus on developing the following learning areas:
1. Creative Problem Solving
2. Critical Thinking
3. Team Work and Communication across Borders
4. Use of Technology
5. Innovation
Matthew Connell
Tate McGregor
Laura Wyeth
Jack Dodd
James Gordon
Max Wang
David Thibaud
Alexander MacDonald
Patrick Ye
Brendan Yam
Jessica Hill
Jason Seto
Term Four of 2011 and Term One of 2012.
It will involve students working together with our partner schools in the US and create a creative solution for the global issue of PeaceKeeping, Combating Terrorism and Conflict resolution.
The project would end following the hand-in of a group report in May.
These students would meet for one period once a week to work on this extension opportunity.
This unit will include tasks such as:
OUR GLOBAL PROBLEM
Our team’s global goal is to combat terrorism, with conflict resolution and peacekeeping. While our partner schools in America probably have a far stronger sense of what terrorism is due to their recent history; here in New Zealand terrorism is often something that we feel is far away and even distant from us. It is something that happens in other countries.
In order to find an angle that was appropriate for my New Zealand students we needed to better understand what ‘terrorism’, ‘conflict resolution’ and ‘peacekeepers’ are and how they work. To do this we used Socratic debate to come to a unified definition by which to deal with our global problem. Socratic discussion uses the following elements to help individuals work through a range of perspectives and come to an understanding.
This discussion should:
Be open-minded – share new perspectives.
Be accepting – suspend judgment.
Be curious – seek to understand rather than persuade.
Be about discovery – question assumptions and look for new insight.
Be brief – discuss ideas with honesty and in a concise manner.
For my students, we began by brainstorming our assumptions of what each aspect of our problem was using a questioning technique. The discussion went something like this –
What is terrorism?
What do you mean by terrorism?
How are people being terrorised?
Where are people being terrorised?
Is there terrorism in New Zealand?
Who is being terrorised?
How do you know they are being terrorised?
As you can imagine, we did end up with more questions than answers…but that is some ways was the point. It made the students think of terrorism as something more than what we see in the media and in movies.
From this discussion I asked them to put on paper the common answers to the question below that I hoped would lead to a common understanding from which we would begin our problem solving.
Paralysing fear
Assassinate Scare
Threaten Bomb
Plan Destroy
Punish Create violence
Damage Demand
Media Politics
Weapons – biological/nuclear/
Traditional guns and bombs
- Policy change
- Anger / grief / hatred
Publicity
Change from current situation
Power
Respect
Peace
Public support
Save others / or themselves
In summary: We defined terrorism as “individuals who use fear and intimidation to gain power, assets or to change the way other people live their lives.”
Feed people
Build houses
Protect lives and buildings
Teach
Medicine
Media - journalists
Communication with the world
Education
Kindness
Compassion
Democracy
Respect from individuals they protect.
Aggression from those who want to use terror.
Threats.
Save lives
Stability in a country
Save others / and themselves
Protect cultures and religions
In summary: We defined peace keepers as “individuals who work to keep the peace or make peace in an unsafe or unstable situation.”
Our team discovered that there are a variety of opinions about the problem of peacekeeping, conflict prevention and combating terrorism. We read about the responses that have been initiated at an international level: the United Nation peacekeeping efforts, the Wars of intervention and the UN conventions where global plans are decided upon. To what degree these opinions on how to support the peacekeeping process are effective and viable was up for debate.
The students came up with a range of possible solutions that they wanted to investigate, these included:
- Giving every individual earning middle income or higher, ten people who they are responsible for financially. An extension of the child sponsorship idea we have here organised by World Vision.
- Finding a way to get the people in poverty to dig up the water in the Sahara Desert which was recently discovered and sell it to other countries for income.
- Increasing the number of countries who are receiving vitamins like zinc, such as Mali – to increase the health of children and adults in these countries.
- To fund medical groups who improve the quality of life for those in impoverished countries – providing surgery for simple, but life threatening situations.
- Increasing the number of schools (we have discussed the work of Greg Mortenson from “Three cups of tea” ) and believe education might be one of the most successful ways to reduce disaffected individuals and communities where terrorism and conflict may grow.
- Increase financial support for groups promoting literacy, such as locally ‘Literacy Aotearoa’ a non-profit group who teach adults to read.
- Increase financial and governmental support for the projects run by the Red Cross at local and international level.
Our solution evolved from a global class discussion based on the reading of Rachel Scott’s ‘Code of Ethics’.2012's Possible solution 1: Greater awareness of the power each individual has to change the world.
Thinking ahead to a global classroom discussion, SKC students read Rachel Scott's "My Ethics, My Codes of Life" and began a discussion of what 'ethics' means to them and how they live their 'ethics'. Students took some time to begin writing their own Code of Ethics and some shared them with the rest of the class. I am including a few snippets of students wrote for sharing - the qualities I heard a lot were integrity, honour and honesty.
"I believe that many people have many different ethics, and this is what makes the world so complex and interesting. Above all, I feel that I value honour over any other trait. Honour can be many different things. These things include, politeness and manners as well as upholding the honour of yourself, family and friends. My physical being is driven by the fact that if I fail, it won’t be just myself that I disappoint and/or lose, but all the people I love and care for in this world. At the same time I am fiercely competitive and protective of the people I love. " Alex M
"Ethics are something that underpin every action, thought and comment you make. Or at least, I believe they should be. It is when we react instinctively or emotionally that at times we hurt other people. It is far too easy when we are feeling rushed, tired or crazy busy to brush aside the niceties of life. Compassion and consideration for everyone would make the world a happier and therefore more successful place to live. For this way of life to work, there would need to be trust, honesty and integrity. " Jo W
"Ethics are the morals of life, your personal rules, the way you live your life. Ethics reflect your upbringing and your opinion of the world and how you handle various situations.
My ethics are understanding and compassion.
I hate seeing people suffer. When I see people who are crying or hurting, I almost feel like reaching out to them, to comfort them, and remove their sorrow.
I don’t like when people judge others before they know them, before they understand them. Understanding someone else’s situation is necessary if they are to be helped. Bullies never consider what their victim or opponent is going through, neither to enemies in war – they don’t think about how they would feel if roles were reversed." Tate M
Who is Rachel Scott and what impact has she had on the world?
In New Zealand, before this, we did not know much about Rachel Scott and her story - but we all read her essay on her 'Code of Ethics'. This inspired us to attempt writing our own and we believe that this may be one way to make a difference in the world. If you would like to remind yourself of Rachel's essay, use the link below to visit her essay and read about Rachel's Challenge.
__www.rachelschallenge.org/LearnMore/RachelsEssay.php__
In response to our planning and writing these codes of ethics, we decided to use Wordle (and a few other programmes) to design a tee shirt that promotes the idea of making the world a better, safer place. Our students used their personal Codes of Ethics and ideas brainstormed from this to create an image which we plan to share with our school partners. By designing tee shirts based on a collection of phrases from Codes, or concepts they value – and use wordle to design (colour/font/placement) of an image which could become printed on a T-shirt; we hope to print and sell these tee shirts to raise funds for a charity or peacekeeping group, to be discussed. At our school, SKC, we will show our school at assembly the designs and get students to vote on the favourites and the top three will hopefully be printed and sold.
At the College, our global solution plan would involve us attempting to:
- Get every student at our College to write a Code of Ethics and sign it as their personal contract to make a difference.
- We have looked at the idea of getting the local Colleges to take up the challenge of doing this too – encouraging an increased awareness of the kindness and integrity in most of us.
- We are considering the possibility of having a stall at local markets to promote the sale of our tee shirts.
- We have also considered asking local schools if we can come along to their assembly to present some ideas about combating conflict and terrorism at a local level.
- By writing a letter to our local paper(s) about the project and its aim, along with our solution – we can draw public attention to the way we can make life better for many.
||https://sites.google.com/site/peacekeeping2012/
8. Gifted Study Day - with Academy Conferences (a Year 10 Group)